疫情期间在线网络教育课程的开发外文文献翻译.docx

疫情期间在线网络教育课程的开发外文文献翻译.docx

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疫情期间在线网络教育课程的开发外文文献翻译

疫情期间在线网络教育课程的开发外文文献翻译

英文

Thedevelopmentofamassiveopenonlinecourseduringthe2014–15Ebolavirusdiseaseepidemic

DabneyEvans，SamanthaLuffy，etc

Abstract

Purpose

Timelytrainingwasurgentlyneededattheonsetofthe2014 Ebolavirus diseaseepidemic.Massiveopenonlinecourses（MOOCs）havegrowninpopularity,thoughlittleisknownabouttheirutilityintime-sensitivesituations,includinginfectiousdiseaseoutbreaks.

Methods

WecreatedthefirstEnglishlanguagemassiveopenonlinecourseonEbolavirusdisease.DesignedbyateamrepresentingvariousunitsofEmoryUniversityandsixpartnerinstitutions,thesixmodulecoursewasaimedataglobalgeneralaudiencebutalsorelevantforhealthcareprofessionals.

Results

Over7,000learnersfrom170countriesparticipatedintheinitialcourseoffering.Morethanathirdoflearnerswerefromemergingeconomies,includingsevenpercentfromAfrica,andanother13%fromcountriesoutsidetheUnitedStateswhoreceivedindividualsrequiringtreatmentforEbolavirusdisease.

Conclusions

CreatingandproducingthefirstEnglishlanguageMOOConEVDinashorttimeperiodrequiredeffectivecollaborationandstrongcoordinationbetweensubjectmatterandcoursedevelopmentexpertsfromEmory.Throughthesecollaborativeefforts,thedevelopmentteamwasabletoprovideurgentlyneededtrainingandeducationalmaterialswhiletheepidemicofEVDcontinuedtoradiatethroughWestAfrica.

Keywords:

Africa,Diseaseoutbreaks,Epidemics,Hemorrhagicfever,Ebola,Learning,Universities

Background

Sincetheonsetofthe2014 Ebolavirus disease（EVD）epidemic,aplethoraofrelatedacademicandfieldresearchhastakenplace.However,globalaccesstocomprehensivetrainingonthehistory,clinicalpresentationandmanagement, sequelae,andpublichealthimplicationsofEVDwereurgentlyneededastheoutbreakevolved.TheGlobalOutbreakAlertandResponseNetworkcalledforinstitutionstobuildcapacitytorespondtooutbreaks.AfterseveralpatientswereevacuatedfromWestAfricaandsuccessfullytreatedintheEmoryUniversityHospital'sSeriousCommunicableDiseasesUnit（SCDU）,Emorywasparticularlywell-positionedtoprovidetrainingonthistopic.

Inrecentyears,massiveopenonlinecourses（MOOCs）havebeengrowinginpopularityamongthegeneralpopulation,thoughlittleisknownabouttheirutilityintime-sensitivesituationssuchasinfectiousdiseaseoutbreaks.A Frenchlanguage MOOConEVDlaunchedattheendof2014setthestagetotesttheuseofMOOCsunderthesecircumstances.Bothcoursesutilizedapublichealthapproachinexaminingthediseaseincludingepidemiologicandsocialfactorsimpactingpopulationhealth.OurcoursedrewontheexperienceoftreatingEVD-infectedpatientsintheEmoryUniversityhospital.GiventhepresenceofEVDinbothFrench-andEnglish-speakingWestAfricaandtheglobalpredominanceofEnglish,therewasanurgentneedforEnglishlanguagetrainingonthesubject.

Coursera—oneMOOCplatform—currentlyoffers1,858coursestoaglobalaudience.Thesecoursesareconsideredcontinuingeducationandnottypicallyofferedforacademiccredit.Courserahas147partnersincludinguniversities,corporations,nonprofitorganizations,andinternationalagencies.EmoryUniversityandCourseraenteredapartnershipin2013;EmoryUniversityisamongtheacademicinstitutionsthatprovidesMOOCsthroughCoursera.ThesubjectmatterforMOOCsisatthediscretionofeachuniversityalthoughCourseraprovidesareviewbeforecoursesarelaunched.Here,wedescribethedevelopmentandevaluationofthefirstEnglishlanguageMOOConEVDasthe2014–15epidemicwasongoing.

Pedagogicalobjectives

ThegoalofthecoursewasforlearnerstounderstandtheevolvingEVDepidemicanditsvariousaspectsincluding diseaseprevention,managementandtreatment,responsetotheepidemic,ethicalconsiderations,andthepost-EVDglobalhealthlandscape.

Coursedevelopmentandproduction

AtthesuggestionoftheEmoryUniversityProvost,thecourse,EbolaVirusDisease:

AnEvolvingEpidemic,wasdesignedbytwofacultymemberswhoseprimaryappointmentsareintheHubertDepartmentofGlobalHealthattheRollinsSchoolofPublicHealth（RSPH）.Thetargetaudiencewasthegeneralpublic,butitwasexpectedthatmanylearnerswithmedical,nursing,orpublichealthbackgroundswouldalsoutilizethecourse.

CoursedesigntookplacefromOctober2014toFebruary2015.Facultyinstructorsbeganbydevelopingaroughcourseoutline.Next,theyidentifiedcontentexperts,namelyfacultyacrossacademicunitswhocouldserveaspresentersoneachtopic.High-marqueespeakersincludedaformerPresidentoftheUnitedStatesofAmerica,theDirectoroftheNationalInstitutesofAllergyImmunologyandInfectiousDiseases,thefounderofPartnersinHealth,andanEVDsurvivor/infectiousdiseasephysician;twoofthesespeakersfilmedatremotelocations.Allspeakerswererecruitedforparticipationinthecourseviapersonal,professional,and/ororganizationalnetworks.

TheTeaching&LearningTechnologiesteam（apartofEmoryLibraries&InformationTechnologyandfundedbytheOfficeoftheProvost）coordinatedcourseproduction.Theteamincludedaninstructionaldesigner（ID）,videographer,editor,andtwoproductionspecialists.Eachspeakerdevelopedtheirownsetofinstructionalmaterialsandidentifiedopen-accessreadingswhichwerethenreviewedbyfacultyinstructors.Oncefinalized,facultyinstructorssharedcontentwiththeIDfortechnicalreviewinconsiderationoftheCourseraformat.TheIDguidedfacultyineffectivepedagogicalpracticesforonlinecontent.Examplesofsuchstrategiesincludedselectinginstructionalmethodologiesforaglobalaudience,designingmeaningfulactivitiesandlearnerassessments,andensuringthatthecreationofmaterialsalignedwithcourseobjectives.AmajorfacilitatortocourseproductionwasEmoryUniversity'sOfficeoftheProvost.Althoughschedulingmultiplehigh-profilespeakerswaschallenging,itwasnotamajorbarriertoproduction.Thesamestandardsofinstructionaldesignwereusedasfornontime-sensitivecourses.ApromotionaltrailerforthecoursewasproducedanddistributedontheCourseraplatformformarketingpurposes.

ThecourselaunchedinMarch2015.LearnerscouldparticipateinthecourseeitherforfreeorataminimalcostviatheSignatureTrack.Thattrackprovideslearnerswithanindividualizedverifiedcertificateonsuccessfulcompletionofthecourse.

Instructionalcontentandevaluation

Thecourseconsistedofsixmoduleswithbetweenfourtosixvideolessonsegmentseach.Moduleformatsincludedindividuallectures,paneldiscussions,andaccompanyingPowerPointpresentations.Inmanyinstances,videosincludedin-videoquestionsorreflectionswhichservedasself-checksforlearnersandgenerallyappearedattheendofeachvideotohighlightimportantpointsofeachlecture.Modulesweretime-releasedthroughtheCourseraplatformandlearnerswererequiredtocompletethemodulesinsequenceoverasix-weekperiod.

Eachmoduleincludedopen-accessreadings/resourcesanddiscussionboardquestions.DiscussionboardsweremonitoredbytheIDandcourseinstructorsprovidedinputasneeded.Comprehensionquizzeswithbetween9and11questionsweredevelopedforthefirstfivemodulesusingtrue/false,closedended,and multiple-choicequestions.Gradeswerecalculatedbasedonquizzesandparticipationindiscussionboards.Quizzeswereaveragedandaccountedfor90%ofthegrade.Theother10%wasbasedondiscussionposts;sixwererequiredtoearnfullcredit.Afinalgradeof70%orhigherwasconsideredasuccessfulcompletionofthecourse;agradeof90%orhigherwaspassingwithdistinction.

AsameansofevaluatingtheutilityofMOOCsontime-sensitivetopics,demographicdatawerecoupledwithcourseevaluationdata.TheCourseraplatformextrapolatesdemographicdataforeachlearner,regardlessofcompletionstatusoftheend-of-coursesurvey.Locationdatawerecollectedusinginternetprotocoladdresswithintheplatform-widedemographicsurvey.CourseevaluationdataweregatheredusingtheCourseraanalyticstool.ThesedatawereobtainedfromthoselearnerswhoconsentedtotheCourseratermsofagreementandwhovoluntarilyparticipatedin thecourseinformationalsurveyattheendofthecourse（n = 237）.Moreover,learnersvoluntarilyparticipatedinthecoursesurvey,andidentifiableinformationwasnotaccessibletotheco-instructors.

Courseparticipantsandreviews

BetweenMarchandMay2015nearly7,082learnersfrom170countriesenrolledintheinitialcourseoffering,with10%（724/7082）successfullycompletingtheentirecourse.Mostlearnershadabachelor's（30%）ormaster'sdegree（26%）.Mostwereemployedeitherfull-time（50%）orpart-time（17%）.Amongthosewhosuccessfullycompletedthecourse,374（56%）earnedagradeof90%orhigherandpassedthecoursewithdistinction.

Morethanathirdoftotallearners（36%）werefromemergingeconomies.SevenpercentoflearnerscamefromtheAfricancontinent;35%camefromtheUnitedStates.ThirteenpercentoflearnerscamefromcountriesoutsideoftheUnitedStatesthatreceivedEVDpatients.ThesecountriesincludedtheUnitedKingdom（4%ofstudents）,Spain（2%）,Germany（2%）,Italy（2%）,Netherlands（1%）,France（0.9%）,Switzerland（0.5%）,andNorway（0.3%）.Onepercent（1%）oflearnerscamefromNigeria—acountrythatsuccessfullystoppedEVDtransmission.Fewlearnerscamefromcountriesatthecenteroftheepidemic:

Liberia（0.2%）,SierraLeone（0.2%）,andGuinea（<0.1%）.

Intermsofcoursedesign,95%oflearnerswhocompletedcourseevaluationsurveysreportedthequalityofthecou